Digital Technology, Online Safety & Screen Use

How we use digital technology safely and appropriately, including our approach to children’s screen use and staff use of digital devices. 

A policy for the safe, purposeful and limited use of screens and digital devices with children in our care.

1. Policy statement

Evidence shows that screen use can have a significant impact on children’s development in the early years. Wildflowers use of screens is limited and purposeful for children aged 2 to 5. Wildflowers has an interactive board which is used for listening and attention activities, physical games like yoga and occasionally used as an information device for example if a child had an interest in frogs we would use this to explore frogs.

Screens are only used carefully and intentionally, in support of specific learning and development aims, and never as a substitute for adult interaction, play or rest.

Restricting screen time supports healthy development, which depends on sufficient sleep, play, real-world interaction and responsive adult engagement. This policy sets out how we manage screen use in our setting and how we work with parents and carers on this topic.

2. Screen use vs. screen time

We distinguish between two related ideas when planning any activity involving a screen:

• Screen time – the amount of time a child spends looking at a screen.
• Screen use – how, why and in what context a screen is used, including the quality and pace of the content, its purpose, and the child’s level of engagement.

Our focus is on screen use: we ask why a screen is being used and what it adds, not simply how long it is on for.

3. Screen time limits

2 to 5 years

• Screen time is very limited at Wildflowers – a maximum of 20 minutes a day across the whole of a child’s day.

These time limits do not apply to screen-based assistive technologies used to support children with SEND (see section 6).

Evidence suggests that too much screen time is associated with poorer cognitive and behavioural outcomes, including reduced verbal activity and vocabulary, developmental delay, reduced attention and lower executive function.

4. Suitable content and safety

Children are never permitted to access or use screens alone, or with other children, without an adult co-engaging with them. Adults view content alongside children to protect them from harmful material and to support learning.

All digital content used in our setting will be:

• Checked by a staff member for suitability before it is shown to children.
• Slow-paced, repetitive and predictable. Fast-paced or over-stimulating content is avoided.
• Advert-free, as young children cannot reliably distinguish adverts from other content.
• Free from autoplay features, including algorithm-driven platforms, so that children cannot be exposed to unplanned or inappropriate content.

Apps and tools marketed as “educational” or “designed for children” are not automatically safe or high quality. Staff use professional judgement to assess any content against this policy before use.

Further guidance on keeping children safe online is set out in our E-safety Policy.

5. Using screens in our setting

Where a screen is used, it is limited, carefully planned, and clearly linked to an intended learning aim. We also talk to children, in age-appropriate ways, about the technology around them and how to use it safely.

Screens are never used in place of high-quality educator-child interaction. A story, song or rhyme delivered by an engaged adult – with eye contact, facial expression, changing pace and responsiveness to the children in front of them offers a richer experience than the same content on a screen. Interactive, screen-free activities are always preferred.

Good practice when a screen is used

• An adult co-engages throughout, prompting children to think, predict, respond and discuss.
• Staff use commenting, narrating, describing and open-ended questions to build conversation around the content.
• Screens are used only for short periods at a time, to protect children’s ability to focus and concentrate.

6. Children with SEND and communication needs

Some children with SEND, communication needs, or English as an additional language may need a tailored approach. Screen-based assistive technology can be an important tool to support communication, participation and inclusion for these children, and the daily time limits in section 3 do not apply to this use.

Staff use professional judgement, in consultation with the child’s key person, SENCO and family, to decide whether an assistive technology will support an individual child’s learning and wellbeing.

7. Working with parents and carers

We work in partnership with families to support healthy screen use both in our setting and at home. We will:

• Share this policy with parents and carers when their child joins the setting.
• Wildflowers has a story sack that promotes the use of positive screen time that can be borrowed and explored at home.
• In our reading corner we have some stories that also promote healthy screen time use.
• Share information on recommended daily screen time limits, how screen use can displace other important activities, and ideas for alternative, screen-free activities.
• Signpost families to national guidance, including the Best Start in Life screen time guidance for parents and carers.

All conversations with parents and carers about screen use are non-judgemental and empathetic, recognising the challenges families may face in managing screen time at home.

8. Staff use of screens and digital devices

Wildflowers staff use ipads to support the day-to-day running of our setting, including communicating with parents and administration.

For safeguarding reasons any images or videos of Wildflowers children are shared with parents only through tapestry. See tapestry policy for more information.

Personal devices

Staff, students and volunteers use personal devices in line with our Safeguarding Policy, which sets out how mobile phones must be placed in the locked drawer at all times. Unless staff are on their break.

9. Devices covered by this policy

This policy applies to all digital devices with screens, including but not limited to:

• tablets
• laptops
• interactive whiteboards

10. Reflection before using a screen

Before using a screen with children, staff ask themselves:

• Is the screen use necessary? Could another method or resource be used instead?
• What is the clear educational rationale for using a screen?
• How does it extend and enhance learning, rather than replace the educator’s role?
• How will children interact with it, rather than passively watch it? How will I discuss the content with them?
• Is the content designed for education and appropriate for early years children?
• How can movement or physical activity be built in?
• Are there any safeguarding risks with this device or content, and has it been properly checked?

11. Monitoring and review

This policy is implemented by all staff, students and volunteers and shared with parents and carers when their child joins Wildflowers.  It is reviewed annually, or sooner if guidance changes or an incident indicates a review is needed.

This policy has been developed with reference to Department for Education guidance: Help for early years providers – Screen use.

12. Further guidance

Help for early years providers : Screen use

Best Start in Life – Screen Time | Best Start in Life | Campaign Resource Centre